Summary: This paper intends to illustrate the distinctive features of the gifted children, methods of identifying and strategies on how to organize the teaching so they can realize their full potential for learning and development. Legislation for adapted education and special education is presented and also a confirmation from the department where the laws also apply to the gifted children. Further it points out that adapted education is a right for all children in Norway, but from literature it may look like this is not the reality. The gifted children seem to be placed at the back of the line when it comes to priority and grant of resources. The paper goes on to pinpoint the problems of identifying these children, where ignorance and lack of competence among teachers seems to create problems. The gifted children most relevant qualities and the fact that this is not a homogenous group is presented in chapter three, which also terminates by looking at which consequence lack of adaption may give these children. Furthermore the identification and mapping methods will be illustrated. Here IQ-tests, checklists, portfolio assessments and information will be mentioned as important sources for teachers, parents, friends and the student itself. Teaching strategies such as segregation, acceleration and enrichment are described to shed light on some alternatives for adapted education for these children. It is also evident that good school-home cooperation is at least as important for these children as for others. It is also pointed out that gifted children is an understudied group I Norway, but that the last couple of years of media focus on the subject is making it become a more important priority.